Becoming a Culturally Competent Educator
Edition: 2
Copyright: 2020
Edition: 2
Copyright: 2020
Choose Your Format
Choose Your Platform | Help Me Choose
Print Package
$81.44
Ebook Package
$65.65
Becoming a Culturally Competent Educator provides educators with a step-by-step guide to cultural competency in education. What does that look like? Being able to understand, communicate, and interact with people from various cultures. It covers Cultural Identities, Avoiding/Overcoming Bias, Inclusive Language, Intercultural Communication, Culturally Inclusive and Responsive Instructional Strategies, and much more!
Preface
About the Authors
1 → Defining and Describing Diversity
Activate Your Thinking
What Is Cultural Diversity?
What Is Ethnic Diversity?
What Is Racial Diversity?
Diversity from a Cultural Perspective
Diversity from a Societal Perspective: Differences in Socioeconomic Status (a.k.a., Social Class)
Diversity in Income
Diversity in Level of Education
Diversity from a National Perspective
Diversity from an International Perspective
Diversity from a Global Perspective
Diversity from the Perspective of the Universe (Cosmos)
Summary and Conclusion
Exercises
2 → The Benefits of Diversity Education
1. Diversity Education Develops Self-Knowledge, Self-Awareness, and Self-Insight
2. Diversity Education Deepens and Accelerates Learning
3. Diversity Education Strengthens Students’ Ability to Think Critically from Multiple Perspectives
4. Diversity Fosters Creative Thinking
5. Diversity Education Promotes Career Preparation for the 21st Century
6. Diversity Expands Social Relationships and Emotional Intelligence
7. Diversity Education Reduces Prejudice and Discrimination in Society
8. Diversity Education Preserves Democracy
Summary and Conclusion
Exercise
3 → The Journey to Appreciating Diversity: Avoiding Stereotypes and Overcoming Biases
Introduction
Stereotyping
Examples of Common Stereotypes
Stereotyping Comic Strip
Prejudice
Discrimination
Segregation
Root Causes of Bias
Comfort Levels (Familiar vs. Unfamiliar)
Low-Effort Cognitive Processing
Video Reflection
A Personal Development Model for Overcoming Bias and Appreciating Student Diversity
(1) Awareness
(2) Acknowledgment
(3) Acceptance
(4) Action
Conclusion
About Project Implicit—Testing Your Own Unconscious Bias
Bibliography
4 → The Context for Diversity Education: Student, Family, School, and Community
Student Diversity
Family Diversity
Community Diversity
School Diversity
The Curriculum
Teachers
School Leaders
Summary and Conclusion
Exercises
5 → Intercultural Communication and Relationship-Building Skills
How Do You Interact and Build Relationships with People from Other Cultures without Bias or Prejudice?
How to Meet and Interact with People from Diverse Backgrounds and Reduce Prejudices?
Interpersonal Communication Skills: Be a Good Listener
The Following are The Key Strategies for Strengthening Interpersonal Communication Skills
Remove Distractions
Empathize
Avoid Personal Prejudice
Sharing Our Stories: A Genuine Venue to Building Stronger Relationships with Diverse Families
Genuine Connections
Culturally Competent Leadership
Summary and Conclusion
Case Study
Our School System
Our Students
Our Employees
Transportation and Meals
System Resources
6 → Teaching for Diversity: Culturally Inclusive and Responsive Instructional Strategies
Making the Student-Teacher Connection
Establishing Rapport with Your Class
Making Student-Student (Peer) Connections
Promoting Peer Interaction and Creating a Sense of Community among Classmates
Engaging Students in Small Group Work
When to Use Small Group Work
Strategies for Improving the Quality of Small Group Learning
Making the Student-Course (Subject) Connection
Engaging Students with the Subject Matter
Use Writing-To-Learn Exercises to Engage Students with the Subject Matter
Engage Students in Future Life-Planning Assignments
Summary and Conclusion
References
Exercise
7 → Effective Culturally Inclusive Assessment of Student Learning and Academic Performance
Student Learning Is Promoted by Frequent Assessment
Hold High Expectations for All Students
Student Learning Is Promoted by the Delivery of Performance-Improving Feedback
Student Learning Is Enhanced by Exercises or Assignments That Promote Self-Assessment and Self-Awareness
Summary and Conclusion
Exercise
Glossary
References
Dr. Jennifer Chambers is a graduate of Eastern Kentucky University where she earned her BS in Elementary Education, MAEd as a Reading/Writing Specialist, Rank 1, and EdD in Educational Leadership and Policy Studies. She also served as an elementary classroom teacher for 15 years and an Adjunct Professor in the Department of English at Eastern Kentucky University from 2004 to 2012.
Chambers has delivered numerous workshops and presentations focusing on best practices, reading achievement, and leadership across the United States. She has authored articles on school culture, reading achievement, and best practices. She has also written a reading textbook (Diagnosing Literacy Problems: Finding Strategies That Work) and most recently published her first children’s book, Macie Meets Her New Teacher.
Currently, Dr. Chambers serves as the Director of the Literacy Specialist Program and a Professor of Literacy at the University of the Cumberlands in Williamsburg, KY.
Dr. Lori Hollen is the Director of Elementary Schools with the Jessamine County Schools (JCS) in Nicholasville, KY. Jessamine County Schools is one of Kentucky’s fastest-growing systems with an increasingly diverse representation of students. Three years ago, JCS began the journey to becoming a culturally competent district. Throughout this process, educators have bravely embraced the inside-out work necessary to meet the needs of students. Dr. Hollen has an EdD in Educational Leadership and has served as a secondary teacher, principal, district administrator, and consultant to the Kentucky Department of Education. Her research and publishing contributions have mainly focused on the implementation and effectiveness of Professional Learning Communities and Becoming a Culturally Competent Educator. Hollen coauthored a guide for schools implementing PLC’s entitled A Focus for PLC’s (2008). She has traveled throughout Kentucky, the United States, and abroad serving as a consultant, advisor, and presenter on various educational topics. She is a native of the Appalachian region and understands the important process of becoming a culturally competent educator.
Becoming a Culturally Competent Educator provides educators with a step-by-step guide to cultural competency in education. What does that look like? Being able to understand, communicate, and interact with people from various cultures. It covers Cultural Identities, Avoiding/Overcoming Bias, Inclusive Language, Intercultural Communication, Culturally Inclusive and Responsive Instructional Strategies, and much more!
Preface
About the Authors
1 → Defining and Describing Diversity
Activate Your Thinking
What Is Cultural Diversity?
What Is Ethnic Diversity?
What Is Racial Diversity?
Diversity from a Cultural Perspective
Diversity from a Societal Perspective: Differences in Socioeconomic Status (a.k.a., Social Class)
Diversity in Income
Diversity in Level of Education
Diversity from a National Perspective
Diversity from an International Perspective
Diversity from a Global Perspective
Diversity from the Perspective of the Universe (Cosmos)
Summary and Conclusion
Exercises
2 → The Benefits of Diversity Education
1. Diversity Education Develops Self-Knowledge, Self-Awareness, and Self-Insight
2. Diversity Education Deepens and Accelerates Learning
3. Diversity Education Strengthens Students’ Ability to Think Critically from Multiple Perspectives
4. Diversity Fosters Creative Thinking
5. Diversity Education Promotes Career Preparation for the 21st Century
6. Diversity Expands Social Relationships and Emotional Intelligence
7. Diversity Education Reduces Prejudice and Discrimination in Society
8. Diversity Education Preserves Democracy
Summary and Conclusion
Exercise
3 → The Journey to Appreciating Diversity: Avoiding Stereotypes and Overcoming Biases
Introduction
Stereotyping
Examples of Common Stereotypes
Stereotyping Comic Strip
Prejudice
Discrimination
Segregation
Root Causes of Bias
Comfort Levels (Familiar vs. Unfamiliar)
Low-Effort Cognitive Processing
Video Reflection
A Personal Development Model for Overcoming Bias and Appreciating Student Diversity
(1) Awareness
(2) Acknowledgment
(3) Acceptance
(4) Action
Conclusion
About Project Implicit—Testing Your Own Unconscious Bias
Bibliography
4 → The Context for Diversity Education: Student, Family, School, and Community
Student Diversity
Family Diversity
Community Diversity
School Diversity
The Curriculum
Teachers
School Leaders
Summary and Conclusion
Exercises
5 → Intercultural Communication and Relationship-Building Skills
How Do You Interact and Build Relationships with People from Other Cultures without Bias or Prejudice?
How to Meet and Interact with People from Diverse Backgrounds and Reduce Prejudices?
Interpersonal Communication Skills: Be a Good Listener
The Following are The Key Strategies for Strengthening Interpersonal Communication Skills
Remove Distractions
Empathize
Avoid Personal Prejudice
Sharing Our Stories: A Genuine Venue to Building Stronger Relationships with Diverse Families
Genuine Connections
Culturally Competent Leadership
Summary and Conclusion
Case Study
Our School System
Our Students
Our Employees
Transportation and Meals
System Resources
6 → Teaching for Diversity: Culturally Inclusive and Responsive Instructional Strategies
Making the Student-Teacher Connection
Establishing Rapport with Your Class
Making Student-Student (Peer) Connections
Promoting Peer Interaction and Creating a Sense of Community among Classmates
Engaging Students in Small Group Work
When to Use Small Group Work
Strategies for Improving the Quality of Small Group Learning
Making the Student-Course (Subject) Connection
Engaging Students with the Subject Matter
Use Writing-To-Learn Exercises to Engage Students with the Subject Matter
Engage Students in Future Life-Planning Assignments
Summary and Conclusion
References
Exercise
7 → Effective Culturally Inclusive Assessment of Student Learning and Academic Performance
Student Learning Is Promoted by Frequent Assessment
Hold High Expectations for All Students
Student Learning Is Promoted by the Delivery of Performance-Improving Feedback
Student Learning Is Enhanced by Exercises or Assignments That Promote Self-Assessment and Self-Awareness
Summary and Conclusion
Exercise
Glossary
References
Dr. Jennifer Chambers is a graduate of Eastern Kentucky University where she earned her BS in Elementary Education, MAEd as a Reading/Writing Specialist, Rank 1, and EdD in Educational Leadership and Policy Studies. She also served as an elementary classroom teacher for 15 years and an Adjunct Professor in the Department of English at Eastern Kentucky University from 2004 to 2012.
Chambers has delivered numerous workshops and presentations focusing on best practices, reading achievement, and leadership across the United States. She has authored articles on school culture, reading achievement, and best practices. She has also written a reading textbook (Diagnosing Literacy Problems: Finding Strategies That Work) and most recently published her first children’s book, Macie Meets Her New Teacher.
Currently, Dr. Chambers serves as the Director of the Literacy Specialist Program and a Professor of Literacy at the University of the Cumberlands in Williamsburg, KY.
Dr. Lori Hollen is the Director of Elementary Schools with the Jessamine County Schools (JCS) in Nicholasville, KY. Jessamine County Schools is one of Kentucky’s fastest-growing systems with an increasingly diverse representation of students. Three years ago, JCS began the journey to becoming a culturally competent district. Throughout this process, educators have bravely embraced the inside-out work necessary to meet the needs of students. Dr. Hollen has an EdD in Educational Leadership and has served as a secondary teacher, principal, district administrator, and consultant to the Kentucky Department of Education. Her research and publishing contributions have mainly focused on the implementation and effectiveness of Professional Learning Communities and Becoming a Culturally Competent Educator. Hollen coauthored a guide for schools implementing PLC’s entitled A Focus for PLC’s (2008). She has traveled throughout Kentucky, the United States, and abroad serving as a consultant, advisor, and presenter on various educational topics. She is a native of the Appalachian region and understands the important process of becoming a culturally competent educator.